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High-performing English learners’ limited access to four-year college
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The practices of exemplary teachers of poetry in the secondary English-language arts classroom
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What Influences the Effect of Texting-Based Instruction on Vocabulary Acquisition?: Learners’ Behavior and Perception
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2018)
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English Transition Courses in Context: Preparing Students for College Success
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Griffin, Sarah. - : Community College Research Center, Teachers College, Columbia University, 2018
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“It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts
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Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?
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In: Stillwell, Christopher. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/4tp5s6pk (2018)
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Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text
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In: Aragon, Maria Jose. (2018). Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/79g2d3t7 (2018)
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Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity
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In: Canillas, Jennifer. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8219c776 (2018)
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Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English
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Lee, Heeju. - : eScholarship, University of California, 2018
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In: Lee, Heeju. (2018). Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/0mz329t3 (2018)
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Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma
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In: Cano, Sandra E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/2k53b8nd (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy
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In: Her, Yer Kathy. (2018). Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/5mk283jn (2018)
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Abstract:
Students entering college underprepared for the standards and expectations of post-secondary schooling is a persistent academic problem. More specifically, students lack college-ready literacy skills, an important skill to access multiple disciplines. With the adoption of the Common Core State Standards and its goal of career and college readiness for all students, it is crucial to examine how high school teachers are understanding and implementing college-readiness standards. Furthermore, if there is a gap in perception of college readiness standards between high school instructors and college instructors, it is important to find out what high school teachers define as college preparatory instruction. Using a phenomenological approach to understand the lack of college-readiness for students, teachers at independent charter high schools were interviewed and some observed to explore teachers’ perceptions of college-ready literacy. The study had several significant findings: teachers’ background impact their perceptions of their students’ college-ready needs; teachers support Common Core but new standards do not prepare poor students for college; teachers believe student apathy, not their curriculum, is to blame for lack of college-readiness; teachers believe a college-ready model limits their students’ post-secondary options; and teachers are not thinking about students attending community college when thinking about college-readiness.
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Keyword:
college-readiness; Common Core; community college; Education; literacy; Secondary education
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URL: http://www.escholarship.org/uc/item/5mk283jn
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Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018)
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Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361 (2018)
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An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381 (2018)
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Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018)
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Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study
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In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018)
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How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers
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In: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285 (2018)
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